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This widely used practitioner resource and course text provides an engaging overview of developmental theory and research, with a focus on what practitioners need to know. The author explains how children's trajectories are shaped by transactions among early relationships, brain development, and the social environment. Developmental processes of infancy, toddlerhood, the preschool years, and middle childhood are described.
The book shows how children in each age range typically behave, think, and relate to others, and what happens when development goes awry. It demonstrates effective ways to apply developmental knowledge to clinical assessment and intervention. Vivid case examples, observation exercises, and quick-reference tables facilitate learning.
New to This Edition
- Incorporates the latest research on the developing brain, attachment, risk and protective factors, and all domains of development.
- Neuroscience information is more fully integrated throughout.
- New material on preadolescence, foster care, trauma, and social policy.
- Expanded discussions of developmentally appropriate interventions, including new case examples.
Douglas Davies, MSW, PhD, is Lecturer at the School of Social Work, University of Michigan. He is an infant mental health specialist whose clinical articles focus on intervention with toddlers and parents, traumatized children, and child cancer survivors. Dr. Davies's current practice is devoted to reflective supervision of mental health clinicians and child care consultants, consultation to agencies, and training of clinicians on topics in child development and child therapy. He was inducted into the National Academies of Practice as a distinguished social work practitioner and is a recipient of the Selma Fraiberg Award from the Michigan Association for Infant Mental Health.
Table of Contents
|Contexts of Development: A Transactional Approach|
|Perspectives on Development||p. 3|
|The Maturational Perspective||p. 3|
|The Transactional Model of Development||p. 4|
|Developmental Pathways and Intervention||p. 4|
|Attachment as a Context of Development||p. 7|
|How Attachment Develops||p. 8|
|Functions of Attachment||p. 8|
|Patterns of Attachment||p. 11|
|Attachment Classifications||p. 12|
|Attachment, Class, and Culture||p. 19|
|The Universality of Attachment||p. 21|
|Attachment and Future Development||p. 21|
|Parental Models of Attachment||p. 24|
|Attachment Theory and Family Systems Theory||p. 28|
|The Attachment Perspective in the Assessment of Young Children||p. 29|
|Kelly and Her Mother: A Case Example||p. 30|
|Brain Development||p. 39|
|Sequence of Brain Development||p. 40|
|Early Brain Growth: Synaptogenesis and Myelination||p. 40|
|Synaptic Overproduction and Pruning||p. 42|
|Plasticity and Experience||p. 43|
|Bonding, Attachment, and Brain Development||p. 43|
|Mirror Neurons and the Social Brain||p. 45|
|Can Parents Build Better Brains?||p. 46|
|Risk and Protective Factors Influencing Brain Development||p. 47|
|Stress, Trauma, and Brain Development||p. 49|
|Early Trauma and Brain Development||p. 51|
|Studies of Institutionally Deprived Young Children||p. 56|
|Risk and Protective Factors: The Child, Family, and Community Contexts||p. 60|
|Research on Risk and Resilience||p. 60|
|Protective Factors and Processes||p. 61|
|Risk Factors||p. 65|
|Summary of Risk and Protective Factors||p. 103|
|Analysis of Risk and Protective Factors: Practice Applications||p. 105|
|How to Use Risk Factor Analysis||p. 105|
|Prediction of Risk: Assessing Current Risk and Protective Factors||p. 106|
|Retrospective Analysis of Risk and Protective Factors||p. 116|
|The Course of Child Development|
|A Developmental Lens on Childhood||p. 127|
|Barriers to Understanding the Child's Perspective||p. 127|
|Dynamics of Developmental Change||p. 129|
|Interactions between Maturation and Environment||p. 129|
|Thinking Developmentally in Assessment and Intervention||p. 130|
|Organization of Developmental Chapters||p. 130|
|Infant Development||p. 131|
|The Interaction between Maturation and Caregiving||p. 131|
|Brain Development: The Importance of Early Experience||p. 132|
|Metaphors of Infant-Parent Transactions||p. 132|
|Caregivers' Adaptations to Developmental Change||p. 133|
|The Neonatal Period: Birth-4 Weeks||p. 134|
|Age 1-3 Months||p. 137|
|Age 3-6 Months||p. 142|
|A Normal Infant and a Competent Parent: A Case Example||p. 147|
|Age 6-12 Months||p. 149|
|Summary of Infant Development, Birth-12 Months of Age||p. 160|
|Practice with Infants||p. 163|
|Assessment Issues||p. 164|
|Assessment and Brief Interventions with an Infant and Her Family: A Case Example||p. 168|
|Observation Exercises||p. 183|
|Toddler Development||p. 185|
|Physical Development||p. 186|
|Attachment and Secure Base Behavior||p. 186|
|Cognitive Development||p. 192|
|Language and Communication||p. 193|
|Symbolic Communication and Play||p. 200|
|Regulation of Emotion and Behavior||p. 203|
|Moral Development||p. 209|
|The Developing Self||p. 215|
|Summary of Toddler Development, 1-3 Years of Age||p. 222|
|Practice with Toddlers||p. 225|
|Assessment of Toddler Development: A Case Example||p. 230|
|Intervention: Parent-Child Therapy||p. 244|
|Parent-Child Therapy with an Abused Toddler: A Case Example||p. 247|
|Observation Exercises||p. 249|
|Interview Exercises||p. 250|
|Preschool Development||p. 251|
|Physical Development||p. 252|
|Social Development||p. 256|
|Language Development||p. 262|
|Symbolic Communication and Play||p. 267|
|Cognitive Development||p. 270|
|Regulation of Emotion and Behavior||p. 279|
|Moral Development||p. 287|
|The Developing Self||p. 294|
|Summary of Preschool Development, 3-6 Years of Age||p. 300|
|Practice with Preschoolers||p. 304|
|Child Care Consultation with a Preschool Child: A Case Example||p. 305|
|Intervention with Preschoolers: Play Therapy||p. 310|
|Using Play in the Treatment of Preschoolers||p. 312|
|Medical Treatment as a Developmental Interference||p. 313|
|Play Therapy with a Preschool Child: A Case Example||p. 315|
|Observation Exercise||p. 326|
|Middle Childhood Development||p. 327|
|Physical Development||p. 328|
|The Transition from Preschool to Middle Childhood||p. 329|
|Social Development||p. 336|
|Language and Communication||p. 344|
|Play and Fantasy||p. 347|
|Cognitive Development||p. 350|
|Moral Development||p. 365|
|Sense of Self||p. 367|
|Toward Adolescence||p. 378|
|Summary of Middle Childhood Development, 6-12 Years of Age||p. 380|
|Practice with School-Age Children||p. 384|
|Working to Master the Trauma of Repeated Abuse: A Case Example||p. 398|
|Using Developmental Strengths: A Case Example||p. 406|
|Observation Exercises||p. 414|
|Conclusion: Developmental Knowledge and Practice||p. 415|
|Applying Practice Knowledge and Skills||p. 416|
|Ever-Present Complications in Practice||p. 417|
|Intervention and Developmental Outcome||p. 419|
|Table of Contents provided by Ingram. All Rights Reserved.|